Developing a teacher performance appraisal

Developing a Teacher Performance Appraisal

Carlo Magno, PhD.

[email protected]

Advance Organizer

• Standards of Assessment – SABER Model

• Developing the Teacher performance appraisal

• Implications of assessing teacher performance

What is a good system of Assessment?

• System Assessment and Benchmarking for Education Results (SABER)by the World Bank

Enabling Context Policy framework with which assessment is carried out

System Alignment Is the assessment aligned with standards?

Assessment Quality Technical quality of instruments

Teaching Framework

• Curricular Framework for HEIs: Outcomes-Based Education

• Handbook on typology, outcomes-based education, and institutional sustainability: indicates the use of Learner-centered teaching for the Teaching Learning System.

Developing the Teacher Appraisal

• 1. Identify the content domains

• Select a teaching framework

• The teaching framework should define the specific factors or subscales or components of teacher performance.

• Faculty needs to be oriented and trained

• Guide in writing the items

Teaching Framework

• National Competency-Based Teaching Standards (Basic Education)

• Ignatian Pedagogy (ADMU)

• Transformative learning (DLSU)

• Danielson’s Components of Professional Practice and LCP (DLS-CSB)

• Multicultural Teaching Framework (UP, Diliman)

• TIP – Biggs Model on Deep Approach to learning

Teaching Frameworks

• Marzano’s teacher evaluation model (Marzano et al., 2011)

• Danielson’s components of professional practice (Danielson, 2013)

• Learner-centered teaching framework (McCombs, 1999, 2003)

• National Competency Based Teaching Standards (DepEd)

• Transformative Learning (Mezirow, 1991, 2001)

• Teaching Excellence Rating Scale (Stempler et al., 2012)

The Marzano Teacher Evaluation Model

• The Marzano Teacher Evaluation Model is a progressive model intended to improve and assess the domains directly related to student achievement (Marzano, 2007; Marzano & Brown, 2009; Marzano, Frontier & Livingston, 2011).

• The model includes four domains; – Classroom Strategies and Behaviors – Preparing and Planning – Reflecting on Teaching – Collegiality and Professionalism

*are defined by recommended tasks, design questions, and descriptions of success (Marzano, 2013).


• Domain 1: Classroom Strategies and Behaviors

D1 Segments Involving Routine Events Design Question: What will I do to establish and communicate learning goals,

track student progress, and celebrate success?

Element 1: Providing clear learning goals and scales (rubrics)

Element 2: Tracking student progress

Element 3: Celebrating success Design Question: What will I do to establish and maintain classroom rules and

procedures?

Element 4: Establishing and maintaining classroom rules and procedures

Element 5: Organizing the physical layout of the classroom


D1 Segments Addressing Content Design Question: What will I do to help students effectively interact with new knowledge?

Element 6: Identifying critical information

Element 7: Organizing students to interact with new knowledge

Element 8: Previewing new content

Element 9: Chunking content into “digestible bites”

Element 10: Helping students process new information

Element 11: Helping students elaborate on new information

Element 12: Helping students record and represent knowledge

Element 13: Helping students reflect on their learning Design Question: What will I do to help students practice and deepen their understanding of new knowledge?

Element 14: Reviewing content

Element 15: Organizing students to practice and deepen knowledge

Element 16: Using homework

Element 17: Helping students examine similarities and differences

Element 18: Helping students examine errors in reasoning

Element 19: Helping students practice skills, strategies, and processes

Element 20: Helping students revise knowledge Design Question: What will I do to help students generate and test hypotheses about new knowledge?

Element 21: Organizing students for cognitively complex tasks

Element 22: Engaging students in cognitively complex tasks involving hypothesis generation and testing

Element 23: Providing resources and guidance


D1 Segments Enacted on the Spot Design Question: What will I do to engage students?

Element 24: Noticing when students are not engaged

Element 25: Using academic games

Element 26: Managing response rates

Element 27: Using physical movement

Element 28: Maintaining a lively pace

Element 29: Demonstrating intensity and enthusiasm

Element 30: Using friendly controversy

Element 31: Providing opportunities for students to talk about themselves

Element 32: Presenting unusual or intriguing information Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to rules and

procedures?

Element 33: Demonstrating “withitness”

Element 34: Applying consequences for lack of adherence to rules and procedures

Element 35: Acknowledging adherence to rules and procedures Design Question: What will I do to establish and maintain effective relationships with students?

Element 36: Understanding students’ interests and backgrounds

Element 37: Using verbal and nonverbal behaviors that indicate affection for students

Element 38: Displaying objectivity and control Design Question: What will I do to communicate high expectations for all students?

Element 39: Demonstrating value and respect for low-expectancy students

Element 40: Asking questions of low-expectancy students

Element 41: Probing incorrect answers with low-expectancy students


• Domain 2: Planning and Preparing

D2 Planning and Preparing for Lessons and Units Element 1: Planning and preparing for effective scaffolding of information within lessons

Element 2: Planning and preparing for lessons within a unit that progress toward a deep

understanding and transfer of content

Element 3: Planning and preparing for appropriate attention to established content standards

D2 Planning and Preparing for Use of Materials and Technology Element 4: Planning and preparing for the use of available materials for upcoming units and

lessons

Element 5: Planning and preparing for the use of available technologies such as interactive

whiteboards, response systems, and computers

D2 Planning and Preparing for Special Needs of Students Element 6: Planning and preparing for the needs of English language learners

Element 7: Planning and preparing for the needs of special education students

Element 8: Planning and preparing for the needs of students who come from home

environments that offer little support for schooling


• Domain 3: Reflecting on Teaching Evaluating Personal Performance

Element 1: Identifying specific areas of pedagogical strength and weakness within Domain

1

Element 2: Evaluating the effectiveness of individual lessons and units

Element 3: Evaluating the effectiveness of specific pedagogical strategies and behaviors

across different categories of students

Developing and Implementing a Professional Growth and Development Plan Element 4: Developing a written growth and development plan

Element 5: Monitoring progress relative to the professional growth and development plan


• Domain 4: Collegiality and Professionalism

D4.Promoting a Positive Environment Element 1: Promoting positive interactions about colleagues

Element 2: Promoting positive interactions about students and parents

D4 Promoting Exchange of Ideas and Strategies Element 3: Seeking mentorship for areas of need or interest

Element 4: Mentoring other teachers and sharing ideas and strategies

D4 Promoting District and School Development Element 5: Adhering to district and school rules and procedures

Element 6: Participating in district and school initiatives

Danielson’s Components of Professional Practice

• Danielson’s Framework for Teaching pinpoints those characteristics of a teacher’s duties that have been documented through theoretical research and scientific studies on improving student learning.

• These duties seek to define what knowledge should teachers have and should be able to do in the application of their profession (Danielson, 2013)

Danielson’s Components of Professional Practice

• Domain 1: Planning and Preparation – Demonstrating knowledge of content

and pedagogy (3) – Demonstrating knowledge of

students (4) – Selecting instructional goals (4) – Demonstrating knowledge of

resources (2) – Designing coherent instruction (4) – Assessing student learning (3)

• Domain 2: The Classroom Environment – Creating an environment of respect

and rapport (2) – Establishing a culture for learning (3) – Managing classroom procedures (5) – Managing student behavior (3) – Organizing physical space (2)

• Domain 3: Instruction – Communicating clearly and

accurately (2) – Using questioning and discussion

techniques (3) – Engaging students in learning (5) – Providing feedback to students (2) – Demonstrating flexibility and

responsiveness (3) • (4) Domain 4: Professional

Responsibilities – Reflecting on teaching (2) – Maintaining accurate records (3) – Communicating with families (3) – Contributing to the school and

district (3) – Growing and developing

professionally (2) – Showing professionalism (3)

Learner-Centered Teaching Framework

• The instructional practices examined are based on the learner-centered psychological principles (LCPs) of the American Psychological Association (1997).

• Students are viewed as active participants in learning and co-constructors of knowledge (McCombs, 1999, 2003).

• Teachers are encouraged to take their students’ individual and developmental characteristics into account when planning lessons.

• Learning activities help promote the development of conceptual understanding and higher-order thinking skills.

• Opportunities for ‘‘authentic’’ learning are evident, and learning activities are adapted to differences in students’ linguistic, cultural, and social backgrounds.


• (1) The learners are included in the educational decision making process;

• (2) Diverse perspectives of learners are encouraged;

• (3) Individual differences of the learners are accounted for and respected; and

• (4) Learners are co-creators of the teaching and learning process.


• McCombs (1999) have developed the Assessment for Learner-centered Practices and the subscales include:

• Encourages Positive Relations - the ability to develop positive interpersonal relationships with students and the instructor’s ability to value and respect students as persons.

• Honor’s Student Voices – The teachers appreciates the learners point of view, gets feedback from students and provides freedom for students to raise their ideas.

• Promotes Higher Order Thinking Skills - the instructors ability to encourage students to monitor their own learning process

• Adapts to Individual Differences and Developmental Differences - the ability to be flexible in order to address students’ needs.

National Competency-Based Teaching Standards

• These competencies were created to set standards on a set of behaviors, attitudes and skills that each teacher must have.

• These standards enable teachers to carry out better performance on their teaching.

• The NCBTS is anchored on the core values of Filipino teachers, and the principles of effective teaching and learning.


• (1) Social Regard for Learning. – Teachers as positive role models. – Describes the social interaction of teachers with students. – The teacher’s actions demonstrating value for learning.

• (2) Learning Environment. Providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning. – (2.1) The teacher creates an environment that promotes fairness, – (2.2) The teacher makes the classroom environment safe and

conducive to learning, – (2.3) The teacher communicates higher learning expectations to each

learner, – (2.4) The teacher establishes and maintain consistent standards of

learners’ behavior.


• (3) Diversity of Learners. Teachers can facilitate the learning process even with diverse learners, by recognizing and respecting individual differences and by using knowledge about their differences to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals. – (3.1) the teacher is familiar with learners’ background knowledge and

experiences, – (3.2) the teacher demonstrates concern for holistic development of learners.

• (4) Curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources. – (4.1) the teacher demonstrates mastery of the subject, – (4.2) the teacher communicates clear learning goals for the lessons that are

appropriate for learners, – (4.3) the teacher makes good use of allotted instructional time, – (4.4) the teacher selects teaching methods, learning activities and

instructional materials or resources appropriate to learners and aligned to objectives of the lesson.


• (5) Planning, Assessing, and Reporting. The alignment of assessment and planning activities. The use of assessment data to plan and revise teaching-learning plans; integration of assessment procedures in the plan and implementation of teaching-learning activities, and reporting of the learners’ actual achievement and behavior. – (5.1) The teacher communicates promptly and clearly the learners’ progress to

parents, superiors and to learners themselves, – (5.2) the teacher develops and uses a variety of appropriate assessment

strategies to monitor and evaluate learning, – (5.3) the teacher monitors regularly and provides feedback on learners’

understanding of content.

• (6) Community linkages. The ideal that classroom activities are meaningfully linked to the experiences and aspirations of the learners in their homes and communities.

• Teachers’ efforts directed at strengthening the links between schools and communities to help in the attainment of the curricular goals.

• There is only one subdomain, that is, the teacher establishing learning environments that respond to the aspirations of the community.


• (7) Personal Growth and Professional Development. Emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers. – (7.1) The teacher takes pride in the nobility of

teaching as a profession, – (7.2) the teacher builds professional link with

colleagues to enrich teaching practice, – (7.3) the teacher reflects on the extent of the

attainment of students’ learning goals.

Transformative Learning Models

• The transformational learning theory states that there are several necessary processes and conditions that can create paradigm a change or shift of perspective with learners.

• In Mezirow’s original theory of transformative learning there are three common themes that are at the center of the theory – (1) experience, – (2) critical reflection and, – (3) rational discourse in the process of meaning structure

transformation (Mezirow, 1991).

• As the theory evolved many other researches have added: – (4) a holistic orientation, – (5) awareness of context, and – (6) authentic relationships (Taylor, 1998).

Transformative Learning Models • 1) Experience - It is the “disorienting dilemma”, or the experience itself that provides the catalyst for

critical reflection. In order to successfully move to the next phase, learners must identify the limitation of their perspectives.

• 2) Critical Reflection - To question the reliability or integrity of deeply held beliefs and assumptions based on prior experience. To revise and revisit their underlying beliefs and assumptions and adopt a new model or paradigm and use this to actively generate new knowledge when they go through a disorienting event.

• 3) Dialogue • Rational discourse through dialogue (Taylor, 1998, 2007). Being exposed to alternatives promotes

the questioning of beliefs and values, and when this leads to a paradigm shift, they have been involved in transformative learning.

• 4) Holistic Orientation • To effectively engage in expressive ways of knowing teachers have to create a learning environment

conducive to whole person learning. Expressive ways of knowing gives a means of arousal better experiences of exploration, assisting learners become aware of their relationship to sense making, feelings, and to contextualize them.

• 5) Awareness of Context • According to Sammut (2014) the teacher has to develop a deep understanding and appreciation of

the socio-cultural and personal factors that have an influencing role in the process of transformative learning.

• 6) Authentic Relationships • Cranton (2006) suggests that fostering transformative learning is largely determined by establishing

genuine and meaningful relationships. Studies suggests that by creating trusting relationships learners cultivate the confidence to face learning on an emotional level, where transformation could be at times be seen as an emotionally charged experience and threatening.

Teaching Excellence Rating Scale

• The model looks at the impact of situational factors and assumes that there are specific practices and instructional strategies that work better in different settings than in others (Cole, 2008; Gregory & Chapman, 2007).

• This approach gives emphasis on the cultivation of pedagogical skills and content knowledge (Shulman, 1986).

• The rating scale is composed of two dimensions; – pedagogical orientation and social orientation (The

Exploratory factor analysis of Stemler et al. , 2012)

Teaching Excellence Rating Scale

• Pedagogical Orientation – Conti (1978) defines pedagogical orientation as the student-centered

orientation which is categorized as seven separate constructs: – Learner-Centered Activities – Personalizing instruction – Relating to experience – Assessing student needs – Climate building – Participation in the learning process – Flexibility for personal development

• Social Orientation – Stemler et al. (2012) recognized the importance of social skills in the

practice of teaching. This factor have items in the scale such as; – “models appropriate behavior” and – “communicates effectively with students”.

Teaching Frameworks

• Marzano’s teacher evaluation model (Marzano et al., 2011)

• Danielson’s components of professional practice (Danielson, 2013)

• Learner-centered teaching framework (McCombs, 1999, 2003)

• National Competency Based Teaching Standards (DepEd)

• Transformative Learning (Mezirow, 1991, 2001)

• Teaching Excellence Rating Scale (Stempler et al., 2012)


• 2. Define the purpose of Assessment

• Formative – conducted continuously across the semester to help the faculty improve his or her teaching

• Summative – conducted at the end of the semester or school year

• Evaluative – Use results to make decisions and judgment about the faculty


• Variations

– Student rating the teacher

– Peers rating the teacher

– Rating for demonstration Teaching


• 3. Item writing

– Contextualize the contents to the school culture and Filipino culture

– Practices in manifested in the item should be relevant and feasible given the facilities used for teaching

– The manifestations should directly be observable


• Example

• My teacher uses different visual aids to present the lesson.

• My teacher asks questions to elicit our critical thinking skills.


• 4. Select a response format

• Lickert Scale

– Strongly agree, agree, disagree, strongly disagree

• Verbal Frequency Scale

– Always, often sometimes, rarely, never

• Linear numeric scale


• Linear Numeric Scale


• 5. Develop directions for responding: • Clear and concise. • Respondents should be informed how to answer. • When you intend to have a separate answer

sheet, make sure to inform the respondents about it in the instructions.

• Instructions should also include ways of changing answers, how to answer (encircle, check, or shade).

• Inform the respondents in the instructions specifically what they need to do.

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• 6. Conduct a judgmental review of items (Content validity)

• Have experts review the items.

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• 7. Reexamine and revise the questionnaire • 8. Prepare a draft and gather preliminary pilot data: • Requires a layout of the scale for the respondents. • Make the scale as easy as possible to use. • Each item can be identified with a number or a letter to

facilitate scoring of responses later. • The items should be structured for readability and recording

responses. • In designing self-administered scales, it is suggested to make it

visually appealing to increase response rate. • Self-explanatory and the respondents can complete it in a

short time. • Ordering of items: The first few questions set the tone for the

rest of the items and determine how willingly and conscientiously respondents will work on subsequent questions.

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• 9. Analyze Pilot data:

• The responses in the scale should be recorded using a spreadsheet.

• The numerical responses are then analyzed.

• The analysis consists of determining whether the test is reliable or valid.

• Internal consistency – Cronbach’s alpha

• Factorial Validity – Confirmatory Factor Analysis (CFA)

• Predictive Validity – Pre-employment assessment used to predict the results of the teaching performance


• 10. Revise the Instrument:

• The instrument is then revised because items with low factor loadings are removed

• Items when removed will increase Cronbach’s alpha.

• 11. Continuous Data Gathering and revision

• 12. Write the technical manual and manual of administration

Utilizing Teaching Assessment Results

• Implications:

– Faculty training (TNA)

– Utilizing teacher performance results to decide on the teachers status.

– Faculty promotions on their ranks

– Faculty rankings

– Criteria for movement on faculty rankings

– Faculty manual

Workshop

• Accomplish the checklist

• Rate the existing teaching appraisal

• Present the ratings per group